{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79610"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79610","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Breaking the Cycle: African American Family Involvement and the Transition From Early Childhood to Elementary Education","abstract":"Breakdowns in communication between parents, teachers, and the school was a prevalent problem for these African American parents. These parents experienced several negative incidents which effected their relationships with teachers and school staff. These incidents were associated with the theory of separate spheres of influence which consists of a belief that parents and schools should remain their separateness. Parent perceptions and their knowledge about school was also a relevant factor for these African American parents. Today's changing demographics has also effected these parents ability to remain highly involved in school. They all depend on strong familial support systems in order to participate at school and maintain full time and additional part time jobs. These factors all relate to parent involvement in different ways. Although these factors from the research were expected to work against these parents, they were all able to maintain high involvement throughout their children's elementary years.","abstract_html":"Breakdowns in communication between parents, teachers, and the school was a prevalent problem for these African American parents. These parents experienced several negative incidents which effected their relationships with teachers and school staff. These incidents were associated with the theory of separate spheres of influence which consists of a belief that parents and schools should remain their separateness. Parent perceptions and their knowledge about school was also a relevant factor for these African American parents. Today's changing demographics has also effected these parents ability to remain highly involved in school. They all depend on strong familial support systems in order to participate at school and maintain full time and additional part time jobs. These factors all relate to parent involvement in different ways. Although these factors from the research were expected to work against these parents, they were all able to maintain high involvement throughout their children's elementary years.","abstract_has_math":false,"creators":["Ivory Tatum, Jennifer Joy"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Prestine, Nona A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:52:29Z","date_published":"2015-09-25T19:52:29Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Sociology, Individual and Family Studies"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3017227"],"render_values":[{"text":"(MiAaPQ)AAI3017227","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79610","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Prestine, Nona A."]},{"key":"dc:creator","label":"Author","values":["Ivory Tatum, Jennifer Joy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:52:29Z","10000-01-01","2001"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociology, Individual and Family Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79610","(MiAaPQ)AAI3017227"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Breakdowns in communication between parents, teachers, and the school was a prevalent problem for these African American parents. 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